salvēte, amīcī et sodālēs! If you’re reading this post “live,” I’m probably on a brief trip to the nearest Apple Store to see about a battery-charging issue with my favorite-and-only daughter’s iPod. As I made my appointment (so painlessly! so quickly!) online yesterday, I was reminded of a lot of things I’ve read recently about enduringly great companies and the unique ways they find to retain and energize their customers. Even if, by some chance, the repair is more expensive than the simple battery replacement we expect, I’ll probably leave the store impressed and pleased with the service and support. In the same way, I look forward to seeing the genuinely happy server at a local restaurant who always wishes me a blessed day. It’s so important for businesses – and all other organizations that deal with people, including schools – to make customers feel valued and appreciated.
And yet so many organizations don’t even bother! We recently had an issue with our Internet service; it suddenly disappeared one evening last week, and no amount of restarting the modem would help. Next morning, it equally mysteriously had reappeared, and everything was fine. During the outage, I tried to call the company and see what was going on; after 15-20 minutes on hold each time, I had to do other things. Evidently they knew about the problem and were working on it – but they never told me. Earlier this year, I’d gone through a similar issue involving bad service by a professional firm I had used for years; that one seems to have ended much more happily, but it required a direct appeal to one of the managing partners, an appeal that many people probably wouldn’t have bothered to make.
And speaking of value … check out this remarkable blog post at Education Week, by a master music teacher in Michigan! And check out this blog from Edutopia for some low-cost suggestions to add technology to your classroom. (In all fairness to her, I must say that my face-to-face school district is utterly opposed to using donated computers in class, for reasons of security, but they do a great job of distributing donated computers to students who need one, but don’t have one at home.)
As the Joyful Learning Community of the Tres Columnae Project continues to grow, I want to make sure that we preserve that feeling of community – that sense that each member is important, valuable, even precious. We’ve been thinking about ways to enhance our community, and someone suggested a more private online space where Tres Columnae subscribers and supporters could interact with each other. Suggestions included
- a private Ning, now that affordable, ad-free ones are available;
- a Yahoo! group like the one that hosts Latin-BestPractices;
- a special forum on the Version Alpha Wiki site, which would migrate over to Version Beta when that’s ready in a few weeks.
What would work best for you?
As I was writing yesterday’s post, I re-read a number of things I’ve written, here and elsewhere, about the uses and abuses of translation in our field. That got me thinking about the different things that the word “translation” can mean. Perhaps some of the conflicts about the practice of translation are actually conflicts (or disagreements) about the semantics – different, but unresolved, definitions of what the word “translation” means. As I think of my own life as a learner and teacher of Latin, I realize it’s meant very different things at different times:
- When I was a beginning student, it meant “a hand-written assignment in which I am to restate a Latin passage in something that approximates English, with “more literal” approximations in parentheses.”
- When I was an undergraduate, it meant “an oral restatement in English, for which you prepare by repeated reading of the Latin and by writing down dictionary listings of unknown words.”
- When I started teaching, it meant “I will never, ever have my students think or do #1, but we might do something like #2 chorally or individually.”
- For TPRS teachers, as David noted in the Latin-BestPractices post I referred to yesterday, it means “single-word L1 definitions of new L2 terms” and “choral L1 restatements of L2 passages that have been repeatedly heard or read.”
- On the AP® Examinations, it means “a rather artificial and formulaic use of English words that attempts to restate not only the thoughts, but the actual syntax of a Latin passage, scored by phrase groupings, which is an excellent predictor of students’ overall success on the exam.”
You can see why people fight about “translation!” There’s an obvious common core (restating things from one language in another language), but beyond that, the term can have vastly different meanings. When we don’t take time to clarify – or to try to understand how others are using the term – we open ourselves up to all kinds of unnecessary conflicts.
Speaking of unnecessary conflicts, poor Caelius and Vipsania will end up in an unfortunate one with Frontō, the architectus they’ve hired to design and supervise the renovation of their vīlla in Lectiō XXI. You probably saw that coming in yesterday’s featured story! For one thing, Caelius and Vipsania have agreed (or at least he’s decided to accept her complaints) about certain features of the house:
nōnne vīlis et parva est ista vīlla? nōnne pauca cubicula? nōnne antīquae turpēsque pictūrae, quās pictor patrī meō in mūrīs multōs ante annōs pīnxit?
But they haven’t necessarily agreed on how to correct the problem features. How pretiōsa et magna does the house need to be? quanta cubicula would be enough? Obviously they want novae et pulchrae pictūrae, and novae won’t be hard, but what exactly constitutes pulchrae in this context? Given their rather unsuccessful child-rearing and their disagreements about servī et ancillae, Caelius and Vipsania aren’t very likely to take the time and effort to communicate successfully with Frontō … and, as we’ll see, he might not be all that eager to listen in any case. See what you think of today’s featured story, which you can now find here on the Version Alpha Wiki site if you’d like:
Caelius cum architectō Frontōne per tōtam vīllam ambulat. ātrium, cubicula, tablīnum, triclīnium architectō ostendit. Frontō attonitus vīllam īnspicit. “sine dubiō,” sēcum colloquitur, “iste Caelius avārissimus est! quis enim vīllam tam sordidam, tam parvam, tam antīquam tenēre vult? sine dubiō istae pictūrae sunt centum annōrum!” Frontō manūs Caeliō prēnsat et, “mī domine, mī amīce,” inquit, “quam fortūnātus es, quod mē nunc iam vocās! sine dubiō vīlla tua nōn modo sordida et parva, sed perīculōsa est! nōnne enim rīma per tōtum mūrum prōcēdit? nōnne, cum pluit, aqua per tegulās usque ad pavimentum cadit? nōnne tōta vīlla in cumulum dēcidere potest?”
Caelius attonitus et perterritus, “heus!” exclāmat, “sine dubiō vīlla antīqua est … sed perīculōsa? nōnne iussū avī meī servī hanc vīllam exstrūxērunt. perīculōsa? in cumulum lāpsūra? heu! quid facere dēbeō?”
Frontō sēcum rīdet. tandem “mī Caelī,” respondet, “cōnfīde mihi! vīllam tuam renovāre et reficere possum. dea Fortūna tibi favet, quod redēmptōrem perītissimum, quī vīllās tālēs saepe reficit, bene nōvī. ille redēmptor, M. Iūlius Frontō nōmine, frāter meus ipse est! tibi vīllam reficere perītissimē et celerrimē potest. nōlī tē vexāre; mihi ad urbem reveniendum est frātrem meum cōnsultum. paucīs diēbus reventum nostrum exspectā!”
quid respondētis, amīcī?
- If you’ve ever embarked on a home-renovation project, you know how important it is to choose a good, ethical contractor. What do you think about Fronto? Would you hire him?
- Whether you’d hire Fronto or not, what do you think of Caelius’ response? After all, he has been living in the house for quite some time; you’d think he would have noticed serious structural flaws if they were really there!
- What do you think of Fronto’s, um, “unbiased” recommendation of his frāter the redēmptor?
- And on another level, what do you think of the use of various verb tenses in this story?
Tune in on Monday, when we’ll meet Fronto’s frāter and discover a few things about the relationship between these two. intereā, grātiās maximās omnibus iam legentibus et respondentibus.